iculu m ation g Reli ious Educ Curr

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The Parables of Jesus

DRAFT
Sharing Our Story Diocese

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ramatta Pa r

The Parables of Jesus

Unit Focus
STAGE 3 OUTCOMES
Students demonstrate an understanding and appreciation of the nature of the Scriptures and how Scripture can be applied to their lives and to contemporary issues.

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In this unit, students will learn to interpret and apply the parables of Jesus in considering how they can, with others, work for justice and peace in their world. UNIT OUTCOMES
By the end of this unit students should be able to: 1 identify examples and features of stories, including parables, which contain a message and/or moral 2 explain Jesus teaching about the Kingdom of God with reference to his parables 3 apply the parables to their own lives 4 work in groups cooperatively to consider appropriate responses to Jesus challenge to live and work for justice and peace. DURATION 45 weeks SCRIPTURE Mt 13:4-9 Mt 13:31-32 Mt 13:44 Mt 13:45-46 Mt 25:14-30 Lk 8:16-18 Lk 10:29-37 Lk 15: 17 Lk 15: 810 Lk 15: 1132 Lk 16: 1931

KEY CONCEPTS
GOD 4 being central to our lives JESUS 3 valuing and loving each of us 4 being present and active in us and in the Church SCRIPTURE 1 comprising different types of writings 2 telling the story of Gods saving love for us and challenging us to live Christian lives CHRISTIAN LIFE 1 responding to Gods love through the strength of the Holy Spirit 3 living fully and authentically Gods law of love 4 striving for justice and peace with compassion and love

Parable of the sower Parable of the mustard seed Parable of the hidden treasure Parable of the pearl Parable of the talents Parable of the lamp Parable of the good Samaritan Parable of the lost sheep Parable of the lost coin Parable of the lost son Parable of the rich man and Lazarus.

CATECHISM OF THE CATHOLIC CHURCH n 546 Parables in the preaching of Jesus nn 547-550 The signs of the Kingdom of God

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SYLLABUS CONTEXT STAGE 2 24C8 The Bible is a special book 24C9 Reconciliation: Gods forgiveness and healing STAGE 3 35C1 Parables of Jesus 35C2 I am the way 35C3 Follow me 35C6 Living the message of Jesus 35E Witnessing and proclaiming Jesus throughout the world Why am I teaching this unit to these students at this time using these strategies and resources? STUDENT CONTEXT Students come from differing backgrounds and experiences and so display varied levels of autonomy and decision making. Their value judgments are increasingly influenced by their peers. This unit supports and encourages students in their growth towards responsible decision making and action for their lives. (O1,3) Students are gradually becoming more capable of logical and abstract thinking which brings with it a greater understanding of consequences. They may show an increased ability to justify their assertions and opinions. (O1-4) Students at this stage are becoming more aware of the world outside of themselves. Their natural sense of fair play and justice can motivate them to undertake some project for the less fortunate. (O1-4) DEVELOPING THE PARTNERSHIP Students explore with their family some of the classic Aesop fables that teach a moral. List qualities and characteristics highlighted in the fables which we also strive for in our Christian living today. (O1) Students read to and discuss with their parent/s their modernday version of the Parable of the good Samaritan. (O2,3,4) Students research and discuss with parents those people or agencies who work for justice and peace. (O4) Invite members of the Saint Vincent de Paul society to speak to the students about aspects of their service and mission (O4) CURRICULUM LINKS English Discussion of values and decision making inspired by reading and interpretation of the parable of the Hidden Treasure and/or the Good Samaritan Poetry writing and recounts based on the parables Writing prayers of praise and/or petition connected with the parables studied Diary/journal entries of students reflections on various parables Word processing: letters to individuals and organisations on a local social justice issue Word processing: flowcharts and tables, e.g. showing consequences to people and the environment if we continue to ignore issues of justice and peace Debating a topic related to one of the parables, e.g. We are responsible for the welfare of others. STAGE 4 47C3 Biblical literary forms and truth 47C4 The life and times of Jesus 48C1 Images of God

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Creative arts Performing liquid pictures, role playing and dramatising parables Designing justice and peace posters Drawing and painting a personal logo representing a commitment to the concepts of justice and peace Working with clay or charcoal in artwork inspired by the parables.

HSIE Research people and organisations who work to serve others in the community. Relationships: rights and responsibilities solving problems challenging discrimination Communication: -presenting a view point Making Decisions: -influences on decision-making Environmental Health: -recycling.

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Theological and educational background
INTRODUCTION (O1-4) Jesus invitation to enter his kingdom comes in the form of parables, a characteristic feature of his teaching. Through his parables he invites people to the feast of the kingdom, but he also asks for a radical choice: to gain the kingdom, one must also give everything. Words are not enough; deeds are required. The parables are like mirrors for man: will he be hard soil or good earth for the word? Jesus and the presence of the kingdom in this world are secretly at the heart of the parables. One must enter the kingdom, that is, become a disciple of Christ, in order to know the secrets of the kingdom of heaven. (CCC 546) In previous units, the students have reflected on their call to commitment and service. This unit continues to deepen their understanding and appreciation that they are challenged by the teachings of Jesus, as reflected in the parables, to work for justice and peace. Students need guidance in breaking open the parables of Jesus to make relevant and meaningful connections. Relating the parables to contemporary situations of injustice will assist them in their understanding of the parables and their meaning for their lives. It would be valuable to explore images of God students already hold prior to introducing the images/ symbols of the parables. STORIES WHICH CONTAIN A MESSAGE AND A MORAL (O1) Traditionally, fables are known as short stories or tales which teach a moral or lesson, often with animals or inanimate objects as characters, as in Aesops fable, The tortoise and the hare. It is generally a story not founded on fact and sometimes is about supernatural or extraordinary persons or incidents. A broader understanding of fable extends to the plot of an epic, a dramatic poem or a play; to a myth, satire or saga. Parables are also short allegorical stories designed to convey some truth or moral lesson; or sayings conveying meaning by comparisons. The origins of the parable can be traced back to the Hebrew word, mashal which is derived from the verb meaning to be like. Mashal was used for any verbal image from a saying or a proverb to a long evolved parable or apocalyptic tradition. The word parable itself is a Greek word, but the Old Testament implications or associated meanings remain. So in the New Testament, proverbs like Physician, heal thyself or sayings like The things which come out of a man defile man, are called parables equally with the Talents. (c.f. Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, p. 121 ) PARABLES (O2-4) Jesus parables constitute about a third of the total content of the Gospels. Jesus parables were stories with a particular ethical or religious purpose told to illustrate some point of his message by a concrete or typical case. Jesus stories drew upon his listeners life experiences. When talking to farmers, he used stories about sowing the seed, vineyards, sheep and shepherds. When talking to the wealthy, he used stories about feasts, land and riches. A parable is also a literary form with certain characteristics: Repetition helps to imprint the story on the minds of the listeners. The theme of compassion, for example, is stressed by frequent use of expressions such as feeling sorry for, being distressed or having pity on, in the parable of the Unforgiving debtor (Mt 18: 23-25). The use of contrast and opposites helps to throw elements of a story into sharp relief, as in the Parable of the lamp (Mk4:21-23) on the lamp stand/under the bed; hidden/disclosed; kept secret/ brought to light.

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 Parables use the technique of the folkloric threesome which has been employed by story-tellers throughout the ages, be it three characters, incidents or events, e.g. Three blind mice; Goldilocks and the three bears; the three sisters in Cinderella. In the Lost sheep (Lk 15: 3-7), the ninety nine sheep, the one lost sheep and the shepherd make a group of three. In the Talents (Mt 25: 14-30), the man has three slaves. Rule of end stress.There is often some emphasis, climax or concentrated attention directed to the last character, e.g. in the Talents, the third slave is rebuked. (Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, p. 1121-123) TEACHING ABOUT THE KINGDOM OF GOD (O2) The idea of the kingship or lordship of Yahweh was familiar to the people of Israel. David was conscious that his kingship was instituted by Yahweh. In late Judaism, a nationalistic understanding of kingdom developed. In reaction to this, arose the apocalyptic literature which saw the heavenly kingdom arriving through Gods intervention and preceded by calamitous signs. (c.f. Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, p.114) The kingdom of God was the focus of all that Jesus said and did. He used parables to help people understand the kingdom of God (sometimes referred to as the kingdom of heaven). He constantly had to explain the true nature of the kingdom he was proclaiming. Some scholars use the term reign of God to help us to see the divine, redemptive, pervasive action of God amongst us through the power of the Holy Spirit; something dynamic and active; God reconciling, renewing, healing and liberating through Jesus Christ. (c.f. Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, p.115)By his word, through signs that manifest the reign of God, and by sending out his disciples, Jesus calls all people to come together around him. (CCC 542).

The kingdom is more than the Church. The Church is directed to and belongs to the kingdom. The Church has a single intention: that Gods kingdom may come. (Lumen gentium, n. 45). One attempt at grouping the kingdom parables is as follows:- parables concerned with the arrival of the kingdom, e.g. the Bridegroom (Mk 2: 18-20); - the growth of the kingdom, e.g. the Mustard seed (Mk 4: 30-31), the Leaven (Lk 13: 20), the Seed (Mk 4: 26-29) and the Sower (Mk 4: 3-8); - good and evil within the kingdom, e.g. the Dragnet (Mt 13: 47), the Weeds (Mt 13: 24-30); - values operating in the kingdom, e.g. compassion and love for the poor and lowly in the Prodigal son (Lk 15: 11-32), the Lost sheep (Lk 15: 4-7), the Lost coin (Lk 15: 8-10) and the Great banquet (Lk 14: 16-24). Another way of grouping the parables is to list them as parables of Advent, Reversal and Action. - Parables of Advent develop the theme of a new time ahead for those ready to look and search. They speak of hiddenness and mystery, gift and surprise, discovery and joy, e.g. the Figtree, the Yeast, the Mustard seed, the Lost sheep and the Lost coin. - In parables of Reversal, conventional expectations are turned upside down. In the Good Samaritan, contrary to social and religious expectation, the Samaritan, not the Priest or Levite, helped the needy. Similar reversals are seen in the Rich man and Lazarus, the Pharisee and the publican, the Wedding guest, the Prodigal son, the Labourers in the vineyard and the Wedding feast. - Parables of Action depict situations which require prompt action. In some of these, the main characters either succeed or succumb, e.g. the Inopportune friend, the Unscrupulous judge, the Rich fool, the Ten bridesmaids and the Unforgiving debtor. (c.f. Goosen, Gideon and Tomlinson, Margaret, Studying the Gospels, pp. 123,124).

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CHALLENGED TO ACT FOR JUSTICE AND PEACE (O3, 4) Jesus own life and teaching became the model for unselfish, loving service based on the two great commandments, love of God and love of neighbour. Jesus used parables in his preaching to hone our understanding and present truth in a vivid and memorable way, to make us use our imagination and intelligence to grasp the meaning and spur us on to action. Jesus parables jolted the listener out of a routine existence and made them look at situations in a new light. Listeners were challenged to a radical questioning with the potential for conversion of ones heart, e.g. Who was the neighbour to the person who fell among robbers? (Lk 10:36). Which of the two sons obeyed his father? (Mt 21: 31). The parables often had two sides or outlooks and Jesus listeners found themselves choosing a side. Sometimes the abrupt ending of the parable a feature of his story-telling left the listener to choose one side. Jesus never did the choosing for anyone, but after inviting us to pass judgment on the situation he has presented, he encourages the listener to go and do likewise. While its [the kingdoms] pervasive influence cannot be seen directly at the present time (Mk 4: 26-29), its effects can be experienced in the lives of all who accept it. They are inspired to act within their societies for the removal of all injustice, neglect of those in need, greed, discrimination and other evils, none of which comes from the Creator (Gaudium et spes 13). Kingdom inspiration will be seen in Christians efforts to promote in their societies the loving will of God. Followers of Christ will foster care for all who suffer poverty, hunger, alienation, sickness and any human need. (WDAU 2.18) IN BRIEF FOR STUDENTS 1. Jesus teaches about the kingdom of God through parables. 2. We are challenged and commissioned by Jesus to work for the kingdom by service to others, especially the poor and suffering. 3. We serve others by choosing to be just, peaceful, forgiving and honest.

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Teaching, learning and assessment strategies

Activities promoting knowing based on fact, information, definitions, procedures, rules. Asks What? and What proof?

read a variety of fables and compile a data

bank of the morals they contain. (O1)

compare and contrast the parable of the Lost

Sheep and the parable of the lost coin. (O2)

locate the parables in Matthews gospel and

list those through which Jesus speaks directly about the Kingdom of God. (O2)

present research into examples of Christians

continuing to respond to the message of the parable of the Good Samaritan e.g. in newspaper stories; by listening to visiting speakers from agencies such as St Vincent de Paul (O4)

brainstorm in small groups the message of a

parable for the students lives today. Record everyones response. (O3)

use internet to search for other stories and

fables with a message or moral. (O1

read Space travellers and list the characters

and events which relate the message of this story. (O1)

compare two parables that relate to issues of

justice. (O4)

analyse current playground problems and

formulate a plan for promoting justice and peace. (O3)

gather facts which support the opinion that

Jesus was a person of peace and justice. (O4)

UNIT OUTCOMES O1 identify examples and features of stories which contain a message and a moral O2 explain Jesus teaching about the Kingdom of God with reference to his parables O3 apply the parables to their own lives O4 work in groups cooperatively to consider appropriate responses to Jesus challenge to live and work for justice and peace.

Activities promoting knowing based on structure, order, planning, following rules, practising. Asks How?, What? and When?

identify the message/s of one or two wellknown fables/stories relating to Christian morals and values. (O1)

rewrite the parable of the Good Samaritan in

a modernday setting. (O3)

recounting stories where classmates have

been a good Samaritan. (O4)

draw a Venn Diagram (overlapping circles)

and set out similarities and differences between the parables of the Hidden Treasure and the Pearl. (O2)

read Mt 13: 1017 and list the reasons given

as to why Jesus spoke in parables. (O2)

design and trial Did you know? trivia boxes

of questions relating to the parables of Jesus. (O2)

collect pictures from magazines and

newspapers which contrast the themes of affluence and deprivation, to be used in a Big Book on justice. (O3, 4)

collect and arrange data about people or

organisations who work for peace and justice today. (O4)

list key features of those parables which

speak about the Kingdom of God. (O2)

design a statements flow chart showing the

consequences to people and the environment if we continue to ignore issues of justice and peace. (O3,4)

design interview questions for each of the

characters in the parable of the good Samaritan. (O4)

complete a story map depicting a Kingdom

parable. (O2)

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Teaching, learning and assessment strategies
Activities promoting knowing based on designing, connecting, exploring, patterning, metaphor-making. Asks Why? & What if?

develop a personal logo to represent your

commitment to justice and peace. (O4)

choose one of the parables of Jesus and

express artistically its meaning or moral. (O1)

use clay or plasticine to model a scene from a

favourite parable studied. Students explain why they chose this particular scene. (O3)

write on cards the values and qualities which

could be regarded as Kingdom People Behaviour or Year 5 Good Samaritan Behaviour. With the teacher, students decide on a justice project they can undertake, e.g. collecting food for St Vincent de Paul hampers. (O3)

identify the themes in the Kingdom parables

(call, challenge, action) and represent this in a slide presentation or photo language. (O3,4)

listen to a speaker from Saint Vincent de Paul.

As a response to the talk, student design posters promoting justice. (O1,3,4)

prepare a script for class prayer centred

around the theme of justice and peace. (O4)

integrate ideas and concepts to assemble a

graffiti wall of Kingdom values and actions. (O2)

design a crossword puzzle using titles and/

or characters of the parables of Jesus. (O2)

FOCUSING ACTIVITIES, THEMES AND SYMBOLS ACTIVITIES: THEMES: SYMBOLS: Listen to and examine the lyrics of songs/hymns about God; view different artistic images of God; brainstorm interview questions Parable challenges to act for justice and peace, good news messages Bible, seeds, lamp, pearl, treasure box, coin

Activities promoting knowing based on sharing, discussing, experiencing, sensing, intuiting, relating to self/others. Asks What meaning and implications does this have for me?

participate in small group discussion on how

our values help us to make responsible decisions. (O3)

debate the topic, I am my brothers/ sisters

keeper. Assign a role to each class member either in the preparation or evaluation of the participating teams. (O3)

dramatise a modernday version of the

good Samaritan. (O4)

write a letter to Jesus accepting his invitation

to work for ,justice and peace and telling him how you are going to go about it. (O3,4)

make diary entries as the character of

Lazarus in the parable of Lazarus and the rich man. (O4)

script and perform liquid pictures to tell the

parable of the good Samaritan. (O4)

consult with others about what it means to

be people of justice and peace. (O3)

participate in a guided meditation on the

parable of the Mustard Seed. Respond through the medium of paint or clay. (O2)

write a letter of encouragement to someone

who is working for justice and peace, e.g. in Amnesty International. (O4)

participate in a discussion to develop an

action plan to find a way that the class as a whole can act for peace and justice. (O3,4)

consider one of the characters in a parable.

From the point of view of the character, write a recount which highlights the message of the parable. (O2)

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Assessment strategies
The following are examples of formal and informal assessment strategies.
SELF ASSESSMENT Write a letter to a friend to outline one of the parables that tell about the Kingdom of God. Check against the Gospel passage to verify information. (O2) PEER ASSESSMENT With reference to an approved model, students evaluate each others Venn Diagram identifying similarities and differences between the parables recorded. (O2) Equipped with teacher- prepared summary sheets, students quiz one another on various aspects of the talk given by the Saint Vincent de Paul worker. (O4) At the conclusion of the unit, students, in their journals, record their reflections about images of God they have learnt and /or found meaningful during their study of the parables. TEACHER ASSESSMENT Collect, analyse and annotate work samples on the topic. If appropriate, add these to the students portfolios. (O1, 4) Keep anecdotal notes about students work, behaviour, interaction and/or progress, e.g. How well do they work individually and at group tasks? How well do they make appropriate responses to questions and instructions? (O1,4) What are the implications for teaching and learning of this assessment? Observe students as they respond through illustrations, modelling and/or journalling in order to gauge the depth and range of their understanding of the concept of kingdom taught by Jesus in his parables. (O3) Listen to and observe students as they discuss people and events and apply knowledge. Check their ability to stay on task, to ask appropriate questions, to join in discussion. Keep a running record of observations made. (O2,3,4) Teacher evaluation, on separate sheets, of with parents/grandparents/guardians/an older person in the parish about their images of God.

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Resources
TEACHER Castagnola, Larry. 1987. More parables for little people. California: Resource Publications. Catucci, T. 1993. Time with Jesus: Twenty guided meditations for youth. Indiana: Ave Maria Press. Glavich, M.K. 1990. Acting out the miracles and parables. Connecticut: 23rd Publications. Goosen, Gideon and Tomlinson, Margaret. 1994. Studying the Gospels: An introduction. Newtown, NSW: E.J.Dwyer (Australia) Pty Ltd. McCallen, A.J. 1979. Praise: Songs and poems from the Bible retold for children. London: Collins. McCallen, A.J. 1976. Listen: Themes from the Bible retold for children. London: Collins. Moynahan, M. 1984. Once upon a parable. New York: Paulist Press. Perry, Michael. Ed. 1990. The dramatised Bible. London: Marshall Pickering. Ribes, P. 1990. Parables and fables. New York: Saint Paul Publications. MUSIC Mangan, M. 1998. This is the time, The Spirit of God, Free the World and We hear your call in Sing Jubilee. Albany Creek, Queensland: Litmus Productions. Walker, C. 1992. We are the church in Calling the children. Portland, Oregon: OCP Publications. Watts, T. 1989. Dare to dance in Dare to dance. Forestville, NSW: Willow Music. LITERATURE Lund, Judy. 1970. The pearl that changed a life: Matthew 13: 4546 for children. Saint Louis: Concordia. Scholes, K. 1989. Peacetimes. Melbourne: Hill of Contentment Publishing. Wild, Margaret. 1992. Space travellers. Gosford: Ashton Scholastic. INTERNET SITES Aesops Fables: online collection. www.pacificnet.net/~johnr/aesop/ Daughters of St. Paul: kids magazine www.pauline.org/myfriend/ mainpage.html

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A sample pathway of teaching, learning and assessment strategies

INTRODUCTION

NOTES

Set up a room (or the classroom) as a learning centre. Write the

instructions for each activity on cards. Divide the class into groups and assign a role to each group member. Prior to studying the parables, students explore different images of God as follows:

- Group 1: Listen to and examine the lyrics of songs/hymns and to

popular music about God. Identify and list different characteristics and images of God, such as God cares, God loves, God is like a fortress.
Assessment Task The interviews could be an assignment task for all students that is assessed by the teacher.

- Group 2: View different artists images of God on an internet site.

Discuss responses to selected images of God. List the groups responses.

- Group 3: Use a strategy such as think-pair-share to brainstorm a list of

possible questions you could use to interview parents/grandparents/an older person in the parish about their images of God. (Examples are, What did you think God was like when you were little? What do you think God is like now?)

- Group 4: Take some time to think then share (if you wish) your image/s
of God either verbally, in written form, through drawing or painting, by using plasticine or play dough, by sharing a favourite hymn or prayer.

- Groups rotate after a set time. At the end of the activity groups will
display and/or discuss their findings. F/N (Focusing Activity/ Naming) STORIES WHICH CONTAIN A MESSAGE OR A MORAL (O1)

Teacher questions students as to their understanding of fables and the

moral or message they contain. Students use book resources and/or internet to further explore Aesops fables to compile a databank of the morals they contain. N

Students read and analyse fables with their family to list qualities and
characteristics of main characters which are in accord with Christian values. N/RF/CSV/I (Reflecting/ Christian Story and Vision, Integrating)

Read the story Space travellers. Work in pairs to describe the message/s
of the story. N

Prepare a sheet of 3 or 4 short fables to send home with students to assist parents with homework task.

Read a selection of the parables of Jesus. Identify and record the

message. A CSV/I Choose one of the parables of Jesus and express artistically its meaning or moral. CSV Write a prayer as a response to an incident or theme reflected in the parables, perhaps addressed to God of the lost or Caring God. RF/CSV/ R (Responding)

Assessment Task Observe students to see if can correctly locate specific parables and understand their message.

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NOTES
Prior to this lesson, add to the unit focus/sacred space, a pearl, coin, seed, treasure box, sporting trophy, principals or class teachers award. Peer Assessment Venn Diagram.

PARABLES AND JESUS TEACHING ABOUT THE KINGDOM OF GOD (O2-4) Place focusing symbols on the prayer table. Explain that they are linked to some of the parables in Matthews Gospel. Students locate those parables which speak directly about the Kingdom of God. CSV Draw a Venn Diagram (overlapping circles) and record similarities and differences in comparing and contrasting the parables of the Hidden Treasure and the Pearl. (Refer to Theological and Educational Background for structure of and patterns/themes found in parables.) A CSV Write a poem to express the feelings of the person who finds a treasure of great worth in the parable, the Hidden Treasure (Mt 13: 44). RF/CSV Explore with the students, the parables in Lukes Gospel which highlight values of love, forgiveness, peace and justice, e.g. the good Samaritan. Help students to integrate ideas and concepts in assembling a graffiti wall of Kingdom values. CSV Students act out favourite parables in groups and reflect on the message and the meaning. RF/CSV CHALLENGED TO ACT FOR JUSTICE AND PEACE (O3-4) Rewrite the parable of the good Samaritan, in a modernday setting. Identify and record the values each character displayed. CSV

Invite buddy class to listen to the debate.

Using kingdom values identified in Jesus parables, debate the topic, I am my brothers/sisters keeper. Assign to each class member a role either in the preparation or evaluation of the debate. RF/CSV/I (Integrating) Collect pictures from magazines and newspapers which contrast the themes of affluence and deprivation. Display them with captions or explanatory paragraphs designed and written by the students in a Big Book of justice themes. N/RF Analyse current playground problems and formulate a ten point plan for justice and peace. I/R

Check that there are enough magazines to accommodate this activity.

Borrow badge machine from the Library. Send a fax to Saint Vincent de Paul society to welcome and confirm their visit. Peer assessment Students identify positive features and/or make suggestions for improvement of other group posters based on a set criteria, e.g. clarity of message; values identified, artistic merit. Invite parents and St Vincent de Paul visitor to the Liturgy

Make a Justice and peace badge and give it to a friend/class member/ school colleague who demonstrates these qualities. R From the parables studied, gather and display in poster form, facts which show that Jesus was a person of justice and peace. CSV Listen to a speaker from St Vincent de Paul. Explain the message in the design of posters promoting justice. CSV/R A In their journals, students write a letter to Jesus accepting his invitation to work for justice and peace, telling him how they are going to go about it. They then develop a personal logo to represent their alliance to the concepts of justice and peace. CSV/I/R Design a liturgy which challenges and celebrates the mission to be Kingdom people working for peace and justice. CSV/R

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